Explains a program designed to get students involved in encouraging local pet owners to license their animals. Discusses the possibilities this program offers in teaching citizenship. Includes five teaching activities intended for use in elementary language arts and social studies lessons. (TW)

Explains a teaching activity designed to help students develop an appreciation of the role of animal control officers in the community and the importance of licensing their pets. Includes playing instructions, reproducible game cards and a game board, and a supportive statement from the director of a state humane society. (TW)

Discusses the Early Childhood Services (E.C.S.) Interface Project in Calgary, Canada, which emphasizes learning centers and team teaching to enhance the transition into first grade. Evaluates the program's effectiveness, concluding that E.C.S. and first grade students can be successfully taught as a group. (MM)

Whole language learning, which is often defined in abstract terms, is discussed in terms of its rationale, its practical applications, its implications for how communication skills are taught, and its classroom implementation. (JL)

Discusses the activities and accomplishments of the Canadian Council of Teachers of English (CCTE), especially with regard to its Teacher Education Commission's "Statement on the Preparation of Teachers of English and the Language Arts." (MS)

"Writing across the curriculum," an educational objective of the 70s, has failed to impress itself as a significant reality on Canada's educators, especially in secondary schools. Reasons for this include a lack of understanding of the concept and its scope within institutions and misconceptions about the English department's role. (JMM)

Noting that recommendations for integrating elementary reading and writing often fail to provide adequate specific suggestions, proposes seven instructional principles based upon research on the reading-writing relationship and suggests specific techniques for each principle. (NH)

A bilingual education program for deaf children (ages 13-16) in American Sign Language (ASL) and English is described. Using a team-teaching approach, a deaf teacher taught social studies using ASL while a hearing teacher taught language arts using Signed English and speech. Follow-up activities are summarized and a teaching unit outlined. (VW)

Finds that college freshmen's opinions on vocabulary acquisition agree with the results of recent research, which states that free reading is the most efficient and effective means of acquiring vocabulary in a first language. Results contrast with a study of university foreign language students, most of whom did not value reading as a means of…

Discusses the field of educational publishing and argues that the majority of textbooks reflect static programs and packages and prescribed curricula. Also argues that because teachers are learning to adapt their instructional materials to their own purposes, textbook publishers will have to change both the content and pedagogy of their texts.…

Emphasizes the place of language arts in a bilingual education system in Nigeria, which combines English with up to 394 native languages, but notes that policy implementation varies in each state. (HOD)

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)

Explains the whole language teaching strategy. Shows what to expect in classrooms of whole language advocates. Describes curriculum guides based on the approach. (EL)

Discusses the benefits of a source of guidance for teachers: language arts research. Explores an authentic classroom experience using a socio-psycholinguistic theoretical orientation and an ethnographic approach to research. (EL)

The beginning of the school year is an excellent time for teachers to reevaluate their curriculum and think about what children really need to know. Suggestions for developing innovative and creative teaching techniques in language arts, mathematics, science, and social studies are discussed. (DF)